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This Is A Custom Widget

This Sliding Bar can be switched on or off in theme options, and can take any widget you throw at it or even fill it with your custom HTML Code. Its perfect for grabbing the attention of your viewers. Choose between 1, 2, 3 or 4 columns, set the background color, widget divider color, activate transparency, a top border or fully disable it on desktop and mobile.

This Is A Custom Widget

This Sliding Bar can be switched on or off in theme options, and can take any widget you throw at it or even fill it with your custom HTML Code. Its perfect for grabbing the attention of your viewers. Choose between 1, 2, 3 or 4 columns, set the background color, widget divider color, activate transparency, a top border or fully disable it on desktop and mobile.
School & Program Design 2017-11-11T21:13:57+00:00

Designing Innovative 21st-century Educational Systems

Responsive to the individualized needs of schools and communities, our design philosophy is simple: nurture elegant, resilient, and energized ecologies of learning.

Coast Mountain Academy. Squamish, BC

From August 2011 to August 2014, Brad was the Founding Faculty at Coast Mountain Academy, a new independent school in Squamish, BC.  His leadership position included establishing and maintaining traditional media, social media and marketing channels, writing policy documents, interviewing faculty, managing logistics for course scheduling, programming, and transportation, liaising with parents and community members, and of course teaching grades 7/8 and 9/10.

Brad was the architect of an innovative instructional programming model (IPM) that seeks to meet and exceed the objectives of 21st-century education.  To this end, the IPM blended the imperatives of digital technology education with the active, holistic learning of outdoor, experiential, and ecological education (OE3).  For examples of OE3 programs designed and/or facilitated by Brad and the team at CMA visit the OE3 Weekly Updates page.

The success of the inaugural year saw enrollment in 2014/15 increase by 325%, which can be taken as an indicator of student and family support for the innovative  curricula and IPM.

Whistler Snow Sports Academy. Whistler, BC

The Whistler Snow Sports Academy, as it is currently known, has a target opening date of September 2016.  The lifestyle of Whistler families in general, and the opportunities for Whistler youth  in particular, are the impetus for crafting a new educational model specific to our community. There has always existed a challenge in balancing the the requirements of conventional education with the scheduling and logistics of supporting our youths’ passions, interests, and personal growth.

WSSA is an opportunity to create a highly-customized educational option that provides greater flexibility and improved continuity for learners. Working within the requirements of the BC Dogwood Diploma, our model also employs future-minded practices that will help prepare our children for success in the 21st-century.

Whistler has always prided itself on being a progressive community and we want our school to reflect that character.  The three key directives that are driving the development of the school are:

  1. Entrepreneurial capacity building – the ability to bring value into the world.
  2. 21st-century competency development – Creativity, collaboration, critical thinking, citizenship, as well as social, digital, financial, and ecological literacies.
  3. Experiential learning or Praxis – the process by which a theory, lesson, or skill is enacted, embodied, or realised.

The school is first and foremost dedicated to fostering both academic success and deeply personalized engagement in our students’ interests, whether it be skiing, snowboarding, technology, music, and/or arts.  We are confident that our conscientious design and family-centred approach will yield productive results in both of these areas.

Design and development are ongoing and we welcome feedback and input that will help to set the direction for the style of education the Whistler community wants for their children.  Please feel free to contact us to learn more and to become involved.

Elementary Enrichment Program – Washington, DC

Exceptional 21st-century education (21stCE) is not an emergent practice.  The promotion of personal narratives and the 21stCE pillars of differentiation, individualization, and personalization can be found in the early 20th-century works of Dewey, Malaguzzi, Vygotsky, and Montessori.  The development of Arete and Eudaimonia date back to the Socratic Schools of Ancient Greece.  The haptic and exploratory learning methods have been practiced by Indigenous cultures since the beginning of time.  

Following from Montessori’s observations on the ‘second plane of development’ and the students’ Montessori school experience, models naturally promote group work and socialization with emphasis on development of reason and imagination, cultivation of intellectual independence, exploration of morality, and the introduction of nuanced modes of communication. (e.g. debate, dialogue, discussion, dialectic etc.)  

Metacognition/mindfulness and executive function have also been identified as traits that the client would like to see developed in their children.

There are three primary drivers of this initiative:

  1. To instill the parents’ values surrounding education, specifically the developing competencies that equip young people to take up challenges with confidence and alacrity.
  2. To support and broaden each child’s day-to-day education in such a way that nurtures each child’s natural enthusiasm for learning.
  3. To provide exceptional 21st-century-relevant education with an emphasis on experimental and exploratory learning.

Skunkworks Project:
Integrated Studies in Ecological Education and Communication (ISEEC) – BC and YT

This proto-project is the evolution of a series of initiatives that all seek to create opportunities for our youth to learn in ways that challenge them to push their potential.  We are in an Educational Renaissance and there is a corresponding demand for educational opportunities that facilitate the development of 21st-century core competencies.

This inspiration for this program arose from IteratED Founding Partner W. Bradley Gooderham’s exceptional experience in the Royal Roads Master of Arts in Environmental Education and Communication (MAEEC) program.  Brad believes that the same learning that transformed his life should be provided for our youth, the change-makers, as early in their academic careers as possible.  It is hoped that these experiences will encourage them to go forward as emergent leaders of their communities, generation, and this world.

The ISEEC framework is a deliberate reflection of RRU’s MAEEC program in both instructional model, pedagogy and content with few necessary considerations/additions for secondary school students.

Premises

The program is founded on the following concepts and demonstrable truths:

  1. All individuals have different blends of learning styles and dispositions.  High-achieving, goal oriented individuals benefit from interacting in collaboration with like-minded peers.
  2. Blended learning offers students greater flexibility in terms of the pace, space, and schedule of their coursework.
  3. Cohort-based, co-living programs promote social literacy and greater depth of collaborative learning through intensely personal relationship development.
  4. Many students in senior secondary school can benefit from university-level approach to curricula delivery and content.  Learners deserve an ecology of learning that challenges them achieve their highest potential and be provided with the resources they require to do so.
  5. Integrating curricula across disciplines and into real-world, practical experience is a highly effective means for creating lasting value for learners.

Details of the scheduling will be discussed in greater detail with parties interested in joining the ISEEC planning committee.